中美英语课堂中纠正反馈与学习者吸收的比较研究

IF 2.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language, Culture and Curriculum Pub Date : 2021-01-02 DOI:10.1080/07908318.2020.1767124

Weiqing Wang, Shaofeng Li

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引用次数: 17

摘要

摘要教学语境在外语学习中起着至关重要的作用。本研究比较了在美国英语作为第二语言（ESL）和中国英语作为外语（EFL）这两种高等教育背景下，纠正反馈（CF）的发生率和学习者的吸收率。分析36 h的观察数据表明：（1）重铸在两种情况下都是最受欢迎的反馈类型，但在EFL课程中的比例远高于ESL课程；（2） CF在重音方面的分布相似，但在语言焦点方面有显著差异；和（3）两种环境下的吸收和修复的总体频率接近，但在明确纠正后，EFL课程中的吸收和恢复率显著高于ESL课程。这些发现表明，尽管ESL和EFL环境中的师生互动呈现出一种共同的趋势，但CF和吸收并不是无上下文的。

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Corrective feedback and learner uptake in American ESL and Chinese EFL classrooms: A comparative study

ABSTRACT Instructional context plays a crucial role in the learning of a second/foreign language. The present study compared the occurrence of corrective feedback (CF) and learner uptake across two instructional contexts at the tertiary level: English as a second language (ESL) in the US and English as a foreign language (EFL) in China. Analysis of 36 h of observation data showed that (1) recast was the most preferred feedback type in both settings, but with a much higher percentage in the EFL lessons than in the ESL lessons; (2) the distribution of CF was similar in terms of emphasis but was significantly different in terms of linguistic focus; and (3) the overall frequencies of uptake and repair were close between the two settings, but the rates of uptake and repair following explicit correction were significantly higher in the EFL lessons than in the ESL lessons. These findings suggest that although teacher-student interactions across ESL and EFL settings demonstrate a common trend, CF and uptake are not context-free.

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来源期刊

Language, Culture and Curriculum Multiple-

CiteScore

7.00

自引率

5.70%

发文量

期刊介绍： Language, Culture and Curriculum is a well-established journal that seeks to enhance the understanding of the relations between the three dimensions of its title. It welcomes work dealing with a wide range of languages (mother tongues, global English, foreign, minority, immigrant, heritage, or endangered languages) in the context of bilingual and multilingual education and first, second or additional language learning. It focuses on research into cultural content, literacy or intercultural and transnational studies, usually related to curriculum development, organisation or implementation. The journal also includes studies of language instruction, teacher training, teaching methods and language-in-education policy. It is open to investigations of language attitudes, beliefs and identities as well as to contributions dealing with language learning processes and language practices inside and outside of the classroom. Language, Culture and Curriculum encourages submissions from a variety of disciplinary approaches. Since its inception in 1988 the journal has tried to cover a wide range of topics and it has disseminated articles from authors from all continents.